1
Prewriting

Have students choose an African-American (alive or dead) that they would like to learn more about. They may want to choose someone that has similar interests that they have or they can choose someone they know personally. Give students the People Who Made a Difference Planning Sheet to help guide their research and plan their scripts.

Student Instructions

After choosing the African-American that you want to research, use the People Who Made a Difference Planning Sheet to guide your research and help you plan your storyboard.

5
Publishing

Students will use the Adobe Voice app on the iPad to publish their stories. This project rubric will help you assess student projects. You may even want to share it with students before the project. You may need to create an Adobe ID class account for students to use the app for their digital stories. Be sure to tell students how they will share their finished digital stories with you. You can have them share it with a link and email it to you, upload it to your learning management system, etc.

Student Instructions

Use the Adobe Voice app on the iPad to create their stories about their African Americans. There are a wide variety of Creative Commons images available for you to use, but if you can't find one in the app, you may search an outside source but you must attribute it properly. There is a space available when getting ready to share your digital story where you can add additional credits.

Key Standards Supported

Writing

W.2.1

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.2.2

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

W.2.3

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.4

(Begins in grade 3)

W.2.5

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.6

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.7

Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

W.2.8

Recall information from experiences or gather information from provided sources to answer a question.

W.2.9

(Begins in grade 4)

W.2.10

(Begins in grade 3)

W.4.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1a

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

W.4.1b

Provide reasons that are supported by facts and details.

W.4.1c

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

W.4.1d

Provide a concluding statement or section related to the opinion presented.

W.4.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2a

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.4.2b

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.4.2c

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

W.4.2d

d.Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.4.2e

Provide a concluding statement or section related to the information or explanation presented.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.4.3b

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

W.4.3c

Use a variety of transitional words and phrases to manage the sequence of events.

W.4.3d

Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.4.3e

Provide a conclusion that follows from the narrated experiences or events.

W.4.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.4.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.4.6

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

W.4.7

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.4.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.4.9a

Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

W.4.9b

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

W.4.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.5.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.5.1a

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

W.5.1b

Provide logically ordered reasons that are supported by facts and details.

Provide a concluding statement or section related to the opinion presented.

W.5.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.2a

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.5.2b

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.5.2c

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

W.5.2d

Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.5.2e

Provide a concluding statement or section related to the information or explanation presented.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.5.3b

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

W.5.3c

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

W.5.3d

Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.5.3e

Provide a conclusion that follows from the narrated experiences or events.

W.5.4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.5.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.6

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

W.5.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.5.9a

Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

W.5.9b

Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

W.5.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.6.1

Write arguments to support claims with clear reasons and relevant evidence.

W.6.1a

Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1b

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1c

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1d

Establish and maintain a formal style.

W.6.1e

Provide a concluding statement or section that follows from the argument presented.

W.6.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.2a

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.6.2b

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.6.2c

Use appropriate transitions to clarify the relationships among ideas and concepts.

W.6.2d

Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2e

Establish and maintain a formal style.

W.6.2f

Provide a concluding statement or section that follows from the information or explanation presented.

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3c

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.6.3d

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

W.6.3e

Provide a conclusion that follows from the narrated experiences or events.

W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.6.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.6

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.6.7

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.6.8

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

W.6.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9a

Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

W.6.9b

Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

W.6.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and

W.7.1

Write arguments to support claims with clear reasons and relevant evidence.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.7.1c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

W.7.1d

Establish and maintain a formal style.

W.7.1e

Provide a concluding statement or section that follows from and supports the argument presented.

W.7.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.7.2a

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.7.2b

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.7.2c

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

W.7.2d

Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.7.2e

Establish and maintain a formal style.

W.7.2f

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.7.3b

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.7.3c

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.7.3d

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.7.3e

Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.7.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.7.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.7

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.7.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.7.9a

Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

W.7.9b

Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

W.7.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.8.1

Write arguments to support claims with clear reasons and relevant evidence.

W.8.1a

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

W.8.1b

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.8.1c

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

W.8.1d

Establish and maintain a formal style.

W.8.1e

Provide a concluding statement or section that follows from and supports the argument presented.

W.8.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.8.2a

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.8.2b

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

W.8.2c

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

W.8.2d

Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.8.2e

Establish and maintain a formal style.

W.8.2f

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.8.3b

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

W.8.3c

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

W.8.3d

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.8.3e

Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.8.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

W.8.7

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.8.9a

Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

W.8.9b

Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

W.8.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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